O uso do scratch como ferramenta de apoio ao currículo paulista na criação de uma sequência didática com o desenvolvimento de simuladores e animações
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Data
2021-02-01
Autores
Rodrigues, Rubens Luiz
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho propõe a utilização do Scratch como ferramenta de ensino na criação deuma sequência didática com o desenvolvimento de simuladores e animações associadasàs atividades propostas pelo Currículo Paulista que, além de contribuir para a melhorada qualidade do ensino de Física, sugere um material de apoio ao professor para quepossa contribuir na aplicação de novas metodologias de ensino. A metodologia dessetrabalho se resumiu em uma sequência didática composta por 12 aulas de 45 minutoscontendo discussões, animações e simulações por meio da plataforma do Scratch. Alémdisso, a aplicação dessa metodologia foi caracteriza pelo uso da quantificação na coletade dados e por questionários em busca dos conhecimentos prévios dos alunos, tomandocomo base a Teoria de aprendizagem significativa de Ausubel e as concepções de Zabalano desenvolvimento da sequência didática. Desta maneira, os questionários auxiliaramna realização do levantamento de dados sobre as motivações dos grupos, assimilação einterpretação de determinados comportamentos, bem como, opiniões e perspectivas deaprendizagem. A sequência didática aplicada foi bem aceita pelos alunos, de acordo com aopinião dos mesmos nos resultados apresentados pelos questionários aplicados. Por fim,verificou-se que o uso de simulações e animações no Scratch tem a possibilidade de trazerbons resultados, relacionados com o potencial de aprendizagem significativa dos alunos noaprendizado de Física.
This work proposes the use of Scratch as a teaching tool in the creation of a didacticsequence with the development of simulators and animations associated with the activitiesproposed by the Curriculum Paulista that, in addition to contributing to the improvementof the quality of Physics teaching, suggests a material of support to the teacher so thathe can contribute in the application of new teaching methodologies. The methodology ofthis work was summarized in a didactic sequence composed by 12 lessons of 45 minutescontaining discussions, animations and simulations through the Scratch platform. In addition,the application of this methodology was characterized by the use of quantification in datacollection and questionnaires in search of students’ prior knowledge, based on Ausubel’sTheory of Meaningful Learning and Zabala’s conceptions in the development of the didacticsequence. In this way, the questionnaires helped to collect data on the motivations of thegroups, assimilation and interpretation of certain behaviors, as well as opinions and learningperspectives. The didactic sequence applied was well accepted by the students, accordingto their opinion in the results presented by the applied questionnaires. Finally, it was foundthat the use of simulations and animations in Scratch has the possibility of bringing goodresults, related to the students’ significant learning potential in Physics learning.
This work proposes the use of Scratch as a teaching tool in the creation of a didacticsequence with the development of simulators and animations associated with the activitiesproposed by the Curriculum Paulista that, in addition to contributing to the improvementof the quality of Physics teaching, suggests a material of support to the teacher so thathe can contribute in the application of new teaching methodologies. The methodology ofthis work was summarized in a didactic sequence composed by 12 lessons of 45 minutescontaining discussions, animations and simulations through the Scratch platform. In addition,the application of this methodology was characterized by the use of quantification in datacollection and questionnaires in search of students’ prior knowledge, based on Ausubel’sTheory of Meaningful Learning and Zabala’s conceptions in the development of the didacticsequence. In this way, the questionnaires helped to collect data on the motivations of thegroups, assimilation and interpretation of certain behaviors, as well as opinions and learningperspectives. The didactic sequence applied was well accepted by the students, accordingto their opinion in the results presented by the applied questionnaires. Finally, it was foundthat the use of simulations and animations in Scratch has the possibility of bringing goodresults, related to the students’ significant learning potential in Physics learning.
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Palavras-chave
Scratch, Sequência didática, Aprendizagem significativa, Ensino de física, Didactic sequence, Meaningful learning, Physics teaching